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Edukasi Islami: Jurnal Pendidikan Islam
Published by Sekolah Tinggi Agama Islam Al Hidayah Bogor
ISSN : 25811754     EISSN : 22528970     DOI : https://doi.org/10.30868
Core Subject : Education,
Education
Edukasi Islami: Jurnal Pendidikan Islam focuses on publishing articles that contain ideas, research results, and literature studies in the field of Islamic Education. Edukasi Islami: Jurnal Pendidikan Islam Scope are: Al Quran and Hadith-based Islamic Education, Media and Learning Resources in Islamic Education, Study of Islamic Education Figures, Islamic Religion Education Curriculum, History of Islamic Education, Philosophy of Islamic Education, Research on Islamic Religion Education, Issues about Islamic Religion Education, Psychology of Islamic Religion Education, Management of Islamic Religion Education, Islamic Religious Education Guidance and Counseling
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 2,721 Documents
 268   269   270   271   272 
DEVELOPMENT OF AN INTEGRATED DRILL–NHT METHOD FOR MAWARIS LEARNING AT SMA AL MINHAJ BOGOR Sufiyani Sufiyani; Endin Mujahidin; Hendri Tanjung; Nur Richana; Mufid Mufid
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10451

Abstract

Mawaris (Islamic inheritance law) learning at the senior high school level often encounters challenges, particularly students’ difficulties in understanding complex inheritance distribution calculations and the continued reliance on memorization-based learning methods without meaningful practice. This study aims to develop a drill method integrated with the Numbered Heads Together (NHT) cooperative learning model in Mawaris learning at SMA Al Minhaj Bogor. The study employed the Research and Development (R&D) method based on the Borg and Gall model, which was limited to seven stages. The research subjects consisted of 46 twelfth-grade students at SMA Al Minhaj Bogor. Data collection instruments included a Mawaris comprehension test (pretest–posttest), student activity observation sheets, and response questionnaires. The findings indicate that the drill–NHT method, developed through a six-step syntax (numbering, providing basic understanding, posing questions, heads together, calling a number, and providing feedback), was deemed feasible based on validation results from subject-matter experts (88%), media experts (85%), and instructional experts (87.5%). Field testing revealed an improvement in students’ learning outcomes, with the mean score increasing from 70 on the pretest to 82 on the posttest, yielding an N-gain score of 0.40 (moderate category). Active student participation increased from 45% to 82% following the implementation of the method. Students’ responses to the method were highly positive, with 89.8% reporting that it helped them learn. This study concludes that the development of the drill method using the NHT model showed potential for improving students’ learning outcomes and active participation.
EDUCATIONAL LEADERSHIP STRATEGIES FOR DEVELOPING STUDENTS' INTERESTS AND TALENTS AT SMA NEGERI 1 BARUMUN: AN ISLAMIC EDUCATION PERSPECTIVE Misdiantri Kurnia; Dian Nisa Istofa; Try Susanti
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10459

Abstract

This study examines the strategies employed by the school principal of SMA Negeri 1 Barumun, North Sumatra Province, Indonesia, to develop students' interests and talents, and situates these strategies within the broader objectives of Islamic education. Using a qualitative descriptive approach, data were collected through observation, structured interviews, and document analysis involving the principal, the vice-principal for student affairs, extracurricular supervisors, and students. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña (2014), and validity was established through source, technique, and time triangulation. The findings indicate that the principal implements five interconnected strategies: early identification of students' potential, the creation of a conducive school climate, the strengthening of extracurricular and academic competition programs, the provision of humanistic and personalized guidance, and collaborative engagement with teachers, parents, and external institutions. During the implementation of these strategies, active student participation in extracurricular activities increased from 64% in 2022 to 82% in 2025, and the number of award-winning students rose from 10 to 26 over the same period. Supporting factors include visionary leadership and strong external partnerships, whereas inhibiting factors consist of limited funding, inadequate facilities, and a shortage of specialist supervisors. Read together, the five strategies are interpreted as a holistic model of student development consistent with the objectives of Islamic education, in which academic achievement is integrated with character formation (akhlaq), the actualization of individual potential (fitrah), and social responsibility.
INNOVATION IN ISLAMIC RELIGIOUS EDUCATION LEARNING MANAGEMENT FOR STRENGTHENING STUDENTS’ WORSHIP PRACTICES AT SMAIT BUNYAN CIKARANG, WEST JAVA Ahmad Thabrani; Abdul Manaf; Marhamah Marhamah; Siti Uswatun Hasanah
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10505

Abstract

This research aims to describe the form of Islamic Religious Education learning management innovation, its implementation, and its impact on increasing students' worship. Learning management innovation is carried out through targeted learning planning, implementation of contextual learning, habituation of worship in the school environment, as well as evaluations that emphasize aspects of knowledge, attitudes and practices of worship. Islamic religious education has an important role in forming students' religious understanding, spiritual attitudes, and worship habits in everyday life. The approach to this research is qualitative research. That qualitative research is methods for exploring and understanding the meaning that a number of individuals or groups of people have of social or humanitarian problems. Innovation in Islamic Religious Education Learning Management resulted in findings showing that the highest achievement was observed in the integration of PAI material with familiarization with religious values ​​(90%), followed by familiarization with religious behavior (89%), congregational prayer (88%), Islamic etiquette (87%), daily prayer (86%), formation of religious attitudes (85%), reading of the Al-Qur'an (84%), worship practice skills (82%), and memorization (80%).
NEDUTA/NEBOLAI AS A MEDIUM OF ISLAMIC EDUCATION: A QUALITATIVE STUDY OF THE KAILI TRIBE'S PREMARITAL TRADITION Hairuddin Cikka; M. Iksan Kahar; Mokh. Ulil Hidayat; Nur Eka Wahyuningsih
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10507

Abstract

Neduta/Nebolai is a premarital proposal ritual among the Kaili people that involves families, customary elders, religious figures, and culturally meaningful symbols. This study examines Neduta/Nebolai as a family- and community-based setting for Islamic education and traces continuity and change in the relationship between local custom and Islam. The study employs a qualitative descriptive design with a historical perspective. Data are drawn from observation, interviews with community informants identified in the field material, documentation, and written sources on Kaili marriage customs. Analysis combines data reduction, thematic categorization, historical interpretation limited to patterns of continuity and change, Islamic educational analysis, and triangulation across sources. The findings identify six major cultural values: respect for women and families, deliberation, polite communication, cultural symbolism, awareness of historical social stratification, and negotiation between custom and religion. Educationally, these values are transmitted through parental and elder modeling, participation by prospective spouses, symbolic communication, family deliberation, and religious practices such as Qur'anic recitation and Barzanji. The study also shows that Islamic compatibility should not be asserted for the tradition as a whole without qualification. The use of kutika to identify auspicious times and explanations of Nokolontigi involving evil spirits, safety, fortune, and longevity require a distinction between cultural function and theological claims. The main contribution of the study is therefore to conceptualize Neduta/Nebolai as a community-based mechanism of Islamic education that links family interaction, customary practice, and premarital learning while subjecting culturally inherited elements to critical Islamic evaluation.
INTEGRATING ISLAMIC EDUCATION THROUGH TELEVISION EDUTAINMENT: A QUALITATIVE MULTI-CASE STUDY OF PRODUCTION PRACTICE AT THREE ISLAMIC HIGHER EDUCATION MEDIA UNITS IN INDONESIA Fatmawati Fatmawati; Ade Sofyan Mulazid; Armawati Arbi; Kalsum Minangsih
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10559

Abstract

This article asks how Islamic higher education institutions (PTKI) in Indonesia produce television edutainment, and it treats that work as an institutionalized form of pedagogical da'wah and as a space for integrative Islamic education. Research on Islamic media has concentrated on audiences, social-media preachers, and reception, while the production side inside formal academic institutions has stayed largely out of view. The study answers three questions: how television edutainment becomes institutionalized as pedagogical da'wah, how producers translate integrative Islamic values into entertaining formats, and what constraints shape the work. The design is a qualitative multi-case study of three PTKI media units, SUN TV at UIN Sunan Kalijaga Yogyakarta, UNINUS TV at Universitas Islam Nusantara Bandung, and DNK TV at UIN Syarif Hidayatullah Jakarta, drawing on 30 in-depth interviews, 18 participatory observation sessions, organizational documents and digital media archives, and 3 focus group discussions collected from April to September 2025, analyzed through data reduction, display, and verification together with cross-case thematic analysis. Three findings emerged at the level of production practice and producer intention. Production at these sites is an institutional extension of classroom teaching and da'wah rather than stand-alone broadcasting. Producers carry integrative Islamic values into entertaining formats through story, dramatization, dialogue, and humor, within ethical limits that this study reads through maqāṣid al-sharī'ah as the authors' interpretive lens rather than as the producers' own vocabulary. Production remains a negotiated practice, shaped by unstable human resources, uneven infrastructure, and the pull between religious dignity and audience appeal. The study proposes moral media work as an analytical concept derived from three cases rather than as a validated theory. Because audience reception and learning outcomes were not investigated, claims about educational value describe producer intention rather than demonstrated effects, and implications for madrasah and pesantren require empirical testing.
TEACHER STRATEGIES FOR ADDRESSING TAJWID AND QURANIC READING DIFFICULTIES IN A HISTORIC SUMATRAN PESANTREN: A QUALITATIVE CASE STUDY M Akbar; M Tanthowi; Ismail Fahri; Al Hudori
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10585

Abstract

This study aims to analyze Quranic learning practices that integrate *sanad*-based textual authority with an adaptive pedagogical approach. The research employs a qualitative approach utilizing observation, interviews, and documentation. The findings indicate that teachers combine the strength of scholarly transmission via *sanad* with instruction that is flexible and responsive to learners' abilities. *Talaqqi* and *musyafahah* practices facilitate individual corrections regarding reading accuracy, pronunciation, and the application of *tajwid* rules. Meanwhile, *tadarus* and *muroja’ah* reinforce competence through repetitive practice and peer-based collaborative learning. This pattern demonstrates that *sanad*-based learning is not solely oriented toward the continuity of scholarly authority but is also capable of accommodating learners' needs and proficiency levels. These findings confirm that integrating scholarly traditions with adaptive learning strategies can foster a Quranic learning process that is systematic, personalized, and collaborative.
PROPHETIC ISLAMIC EDUCATIONAL THEOLOGY: A CONCEPTUAL CONSTRUCTION BASED ON THE QUR’ANIC TRILOGY OF THE PROPHETIC MISSION Agustan Agustan; Arifuddin M. Arif; Rusli Takunas; A. Ardiansyah; Zulfa Khairati
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10588

Abstract

Contemporary Islamic education faces a paradigmatic crisis: curriculum secularization pressures and the dichotomy between religious and general knowledge have stripped its transformative power. Existing reform efforts—Al-Attas, Al-Faruqi, Abdullah, Azra—share one fundamental gap: none has constructed an Islamic educational theology directly from thematic-comparative analysis of Qur’anic verses formulating the prophetic mission. This article aims to construct a Prophetic Islamic Educational Theology based on thematic-comparative exegetical analysis of four prophetic mission verses and to demonstrate its convergence with Kuntowijoyo’s Prophetic Social Science (PSS), directed toward khairu ummah as the ultimate goal of Islamic education. This library research employs three complementary analytical approaches: (1) thematic exegesis (mawḍū‘ī) using four techniques—taqdīm-ta’khīr, tikrār, siyāq, and munāsabah; (2) Arabic linguistic-semantic analysis of key terms; and (3) comparative-integrative analysis proceeding through five stages based on tafsīr al-Qur’ān bi al-Qur’ān, supported by Peircean abductive reasoning. Four findings emerge: first, Ibrahim’s supplication (Q.S. al-Baqarah: 129) represents the apex of the prophetic covenant with an internal pedagogical structure embodying al-tarbīyah bi al-qudwah; second, tikrār of the trilogy across three distinct sociological contexts provides strong exegetical grounds for interpreting the trilogy as a Qur’anic educational paradigm that transcends particular contexts; third, the tilāwah-tazkīyah-ta‘līm trilogy forms an epistemological architecture answering three foundational educational questions with ecological rather than hierarchical relations; fourth, systematic convergence exists—tilāwah↔transcendence, tazkīyah↔humanization, ta‘līm↔liberation—between two trilogies rooted in the same Qur’anic source. Implications call for reform at three levels: philosophical, curricular, and evaluative, with the most significant reposition being that insān kāmil functions as an ontological prerequisite toward khairu ummah as the collective-civilizational ultimate goal of Islamic education within the prophetic educational theology constructed in this study.
ISLAMIC RELIGIOUS EDUCATION AS A MORAL AND SPIRITUAL FOUNDATION FOR HEALTH SCIENCE STUDENTS: A DESCRIPTIVE QUALITATIVE STUDY Siti Khodijah; Maragustam Maragustam
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10599

Abstract

Background: Health science students require academic competence accompanied by moral, spiritual, and professional orientations because healthcare decisions directly concern patient dignity, safety, and trust. Purpose of the Study: This study examines how health science students perceive Islamic Religious Education (IRE) as a moral and spiritual foundation relevant to professional character. Methods: A descriptive qualitative design was used with 16 first-semester students at STIKes Mitra RIA Husada Jakarta who had completed the Religious Education course. Data were obtained through an open-ended questionnaire containing 14 substantive questions covering learning purposes, learning experiences, character values, professional relevance, perceived changes in moral-ethical perspectives, curricular urgency, and suggestions for improvement. Responses were analyzed thematically through repeated reading, coding, category development, theme construction, and interpretation. Participant-level code frequencies were used only as descriptive indicators, not as population estimates. Results: Students associated their IRE experiences with tolerance/respect for differences (15/16; 93.8%), responsibility (13/16; 81.3%), honesty (12/16; 75.0%), empathy (10/16; 62.5%), and discipline (8/16; 50.0%). They also perceived discussion, case studies, reflection, and contextual examples as useful for connecting religious values with healthcare ethics. Conclusions: The findings indicate that students perceive IRE as a space for value internalization that connects spiritual orientation with professional responsibility. Because the study is based on self-reported perceptions, the findings should not be interpreted as causal evidence of character change.
THE MEDIATING ROLE OF TEACHERS’ INNOVATIVE BEHAVIOUR IN LINKING CURRICULUM INNOVATION AND INSTITUTIONAL RESOURCES TO LEARNING QUALITY IN ISLAMIC EARLY CHILDHOOD EDUCATION Sopiah Sopiah; Asep Irwansyah; Putri Ratih Puspitasari; Eva Riza
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10655

Abstract

Curriculum reform has entered Islamic early childhood education in the expectation that learning quality will improve, yet the classroom-level mechanism that turns a new curriculum into quality practice in Raudhatul Athfal is still rarely specified. This study examines, at the level of model specification and illustrative testing, whether teachers’ innovative behaviour mediates the relationships linking curriculum innovation, teacher digital competence, instructional leadership, and a supportive learning climate to learning quality in Islamic early childhood education. The study is positioned explicitly as a simulation-based methodological contribution rather than as an empirical survey. The hypothesised model was specified and then tested illustratively using a synthetic dataset consisting of 300 simulated observations generated to reproduce the response structure of a survey of Raudhatul Athfal teachers. Partial least squares structural equation modelling was applied, and a bootstrap of 5,000 subsamples was used so that direct and indirect paths could be examined. Within the simulated dataset the measurement model met all thresholds, with composite reliability between 0.905 and 0.921 and heterotrait-monotrait ratios not exceeding 0.65. Teachers’ innovative behaviour was predicted by all four antecedents, which jointly accounted for 45 per cent of its variance, while the model accounted for 36 per cent of the variance in learning quality. Curriculum innovation was associated with learning quality through complementary partial mediation, whereas the three remaining antecedents showed an indirect-only pattern through innovative behaviour. Because all observations are simulated, the results demonstrate the coherence and estimability of the proposed model and do not constitute empirical evidence about actual Raudhatul Athfal teachers. Empirical replication with field data is required before any population-level claim can be made.
LOCAL QUR'ANIC EXEGESIS AS MORAL PEDAGOGY: A GADAMERIAN READING OF MORAL SUBJECT FORMATION IN PEPELING JEUNG PANGGEUING Roni Nugraha; Lutfi Lukmanul Hakim; Ahmad Humaedi; Yusuf Burhanudin; Vivi Patra Komala
Edukasi Islami : Jurnal Pendidikan Islam Vol 15 No 03 (2026): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Institut Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v15i03.10671

Abstract

This article analyzes local exegesis (tafsir) as a form of moral pedagogy through the articulation of practical Sufism (tasawuf akhlaqi) in the popular Sundanese exegesis Pepeling jeung Panggeuing by Aceng Zakaria. This study is prompted by contemporary trends in moral education that predominantly emphasize normative-performative dimensions, whereas Sufism is frequently relegated to the domain of individual spiritual experiences detached from pedagogical praxis. Utilizing Gadamerian hermeneutics and the perspective of tasawuf akhlaqi, this research examines how amtsal (parables), ‘ibar (lessons), and the fusion of horizons constitute mechanisms for meaning construction that guide the transformation of consciousness and the formation of the moral subject. The findings indicate that Pepeling jeung Panggeuing constructs Qur'anic values as an inner consciousness through a process that moves from Qur'anic understanding and muhasabah (self-reflection) to tazkiyat al-nafs (purification of the soul), value internalization, and social-ethical action. This process integrates reflection and cultural experience in the formation of moral consciousness, through which internalized Qur'anic values are translated into social responsibility.These findings demonstrate that local exegesis functions as a moral pedagogy that integrates spiritual awareness, character formation, and social praxis within the cultural context of Sundanese society. This study contributes to contemporary d moral pedagogy by proposing a conceptual model of moral subject formation grounded in local exegesis and cultural experience.

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